Lesson Plans 2\/28 \u2013 3\/11<\/p>\n
Author<\/p>\n
Subject<\/p>\n
Biology<\/p>\n
Unit of Study<\/p>\n
Cycling of Matter<\/p>\n
Grade Level<\/p>\n
9th Grade<\/p>\n
Time Allotment<\/p>\n
10-Day Unit<\/p>\n
February 28, 2022<\/p>\n
Standard<\/p>\n
BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
Objective<\/p>\n
The student will summarize the learned objective through a summative assessment with at least a 70 percent accuracy. (Comprehension \u2013 DOK-2)<\/p>\n
Summary<\/p>\n
This lesson plan is designed to introduce the student to ways scientists use to determine common ancestry in different species.<\/p>\n
Procedure<\/p>\n
1. Preparation \u2013 Students must log into their Chromebooks and open ezatest.com (2 minutes)<\/p>\n
2. Assessment \u2013 Students will submit their code and begin the test (48 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work individually for this activity.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 ELS Summative Assessment provided by the district<\/p>\n
Resources<\/p>\n
Computer, smart board, and each student\u2019s Chromebook.<\/p>\n
March 1, 2022<\/p>\n
Standard<\/p>\n
BIO.5.1 \u2013 Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere.<\/p>\n
Objective<\/p>\n
The student will explain the levels of ecological organization and biomes with a 70 percent accuracy. (Comprehension \u2013 DOK-2)<\/p>\n
Summary<\/p>\n
This lesson is designed to introduce students to ecology and the levels of ecological organization that is going to be important moving forward out of the cell and into more complex multicellular organisms.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Pre-Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Set \u2013 Recap Previous Lesson and Introduction (5 minutes)<\/p>\n
3. Main Lecture \u2013 PowerPoint Presentation (20 minutes)<\/p>\n
4. Activity \u2013 Formative Assessment<\/p>\n
a. Ecological Organization Assignment (10 minutes)<\/p>\n
b. Finish for Homework<\/p>\n
5. Closure and Dismissal (5 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
Remediation: The student will label the levels of ecological organization and biomes with a 70 percent accuracy. (Knowledge \u2013 DOK-1)<\/p>\n
Enrichment: The student will illustrate the levels of ecological organization and biomes with a 70 percent accuracy. (Analysis \u2013 DOK-3)<\/p>\n
Collaboration<\/p>\n
Students will work individually for this assignment<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Guided notes for in-class presentation<\/p>\n
\u00b7 Ecological Organization Assignment sheet<\/p>\n
Resources<\/p>\n
PowerPoint presentation, MAAP Book, smart board, project ( help with nursing paper writing from experts with MSN & DNP degrees)or, and student Chromebooks<\/p>\n
March 2, 2022<\/p>\n
Standard<\/p>\n
BIO.5.2 \u2013 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.<\/p>\n
Objective<\/p>\n
The student will contrast the differences between biogeochemical cycles and their importance with at least a 70 percent accuracy.<\/p>\n
(Analysis \u2013 DOK-3)<\/p>\n
Summary<\/p>\n
This lesson plan is designed to introduce students to biogeochemical cycles that will play important role in ecology and the remainder units of study for the year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Set \u2013 Recap Previous Lesson and Introduction (5 minutes)<\/p>\n
3. Main Lecture \u2013 PowerPoint presentation (15 minutes)<\/p>\n
4. Activity Instructions (3 minutes)<\/p>\n
5. Activity \u2013 Formative Assessment<\/p>\n
a. Cycles Worksheet (15 minutes)<\/p>\n
6. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
Remediation: The student will reproduce the biogeochemical cycles with at least 70 percent accuracy. (Knowledge \u2013 DOK-1)<\/p>\n
Enrichment: The student will explain how the biogeochemical cycles overlap with at least 70 percent accuracy. (Assessment \u2013 DOK-4)<\/p>\n
Collaboration<\/p>\n
Students will work individually for this assignment.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 PowerPoint presentation<\/p>\n
\u00b7 Guided notes<\/p>\n
\u00b7 Canvas<\/p>\n
Resources<\/p>\n
PowerPoint presentation, MAAP Book, smart board, project ( help with nursing paper writing from experts with MSN & DNP degrees)or, student\u2019s Chromebooks, and Phylogenetic tree worksheet.<\/p>\n
March 3, 2022<\/p>\n
Standard<\/p>\n
BIO.5.3 \u2013 Analyze and interpret quantitative data to construct an explanation for the effect of greenhouse gases on the carbon dioxide cycle and global climate.<\/p>\n
Objective<\/p>\n
The student will analyze data from a scientific journal that will show the effect of greenhouse gases on climate with at least 70 percent accuracy. (Analysis \u2013 DOK-3)<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students realize that a lot of these biological concepts we have learned this year have real world effects and that every organism plays a role in the survival of our planet.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Set \u2013 Recap Previous Lesson and Introduction (5 minutes)<\/p>\n
3. Main Lecture \u2013 PowerPoint presentation (15 minutes)<\/p>\n
4. Activity Instructions (3 minutes)<\/p>\n
5. Activity \u2013 Formative Assessment<\/p>\n
a. Climate Change Worksheet (15 minutes)<\/p>\n
6. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
Remediation: The student will recognize the effects greenhouse gases on climate change with at least 70 percent accuracy. (Knowledge \u2013 DOK-1)<\/p>\n
Enrichment: The student will apply their understanding of biogeochemical cycles to the creating of greenhouse gases and their effect on global climate. (Application \u2013 DOK-3)<\/p>\n
Collaboration<\/p>\n
Students will work individual for this assignment.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 PowerPoint presentation<\/p>\n
\u00b7 Climate Change Worksheet<\/p>\n
\u00b7 MAAP Book<\/p>\n
Resources<\/p>\n
PowerPoint presentation, smart board, project ( help with nursing paper writing from experts with MSN & DNP degrees)or, and student\u2019s Chromebooks.<\/p>\n
March 4, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Pictionary review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
a. Students will split into teams<\/p>\n
b. Students will compete in a Pictionary game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
3. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work together separated into group designated by their previous test scores.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
\u00b7 Dry erase markers<\/p>\n
Resources<\/p>\n
Unit Vocabulary<\/p>\n
Author<\/p>\n
Christian Cetina<\/p>\n
Subject<\/p>\n
Biology<\/p>\n
Unit of Study<\/p>\n
Benchmark Review<\/p>\n
Grade Level<\/p>\n
9th Grade<\/p>\n
Time Allotment<\/p>\n
3-Day Unit<\/p>\n
March 7, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Factile review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
a. Students will split into teams<\/p>\n
b. Students will compete in a Factile game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
3. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work together separated into group designated by their previous test scores.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
\u00b7 Dry erase markers<\/p>\n
Resources<\/p>\n
Unit Vocabulary<\/p>\n
March 8, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
a. Students will split into teams<\/p>\n
b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
3. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work together separated into group designated by their previous test scores.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
\u00b7 Dry erase markers<\/p>\n
Resources<\/p>\n
Unit Vocabulary<\/p>\n
March 9, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Kahoot! review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
2. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
a. Students will split into teams<\/p>\n
b. Students will compete in a Kahoot! game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
3. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work together separated into group designated by their previous test scores.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
Dry erase markers<\/p>\n
Resources<\/p>\n
\u00b7 Unit Vocabulary<\/p>\n
March 10, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Blooket review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
4. Bell Ringer \u2013 Formative Assessment<\/p>\n
a. Canvas Assignment (10 minutes)<\/p>\n
5. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
a. Students will split into teams<\/p>\n
b. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
1. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work this review independently.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
\u00b7 Dry erase markers<\/p>\n
Resources<\/p>\n
Unit Vocabulary<\/p>\n
March 11, 2022<\/p>\n
Standard<\/p>\n
BIO.1A \u2013 Students will demonstrate an understanding of the characteristics of life and biological organization.<\/p>\n
BIO.1B \u2013 Students will analyze the structure and function of the macromolecules that make up cells.<\/p>\n
BIO.1C \u2013 Students will relate the diversity of organelles to a variety of specialized cellular functions.<\/p>\n
BIO.1D \u2013 Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.<\/p>\n
BIO.1E \u2013 Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.<\/p>\n
BIO.2 \u2013 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.<\/p>\n
BIO.3A \u2013 Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.<\/p>\n
BIO.3B \u2013 Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.<\/p>\n
BIO.3C \u2013 Students will construct an explanation based on evidence to describe how the structure of proteins and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.<\/p>\n
BIO.4 \u2013 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
BIO.5 \u2013 Students will investigate and evaluate the interdependence of living organisms and their environment.<\/p>\n
Objective<\/p>\n
The student will recall the past units of study through a Blooket review game with at least 70 percent accuracy. (Knowledge \u2013 DOK-1) Informal Assessment<\/p>\n
Summary<\/p>\n
This lesson plan is designed to help students review for the upcoming Benchmark Exam. We will go over the objectives seen since day one of this school year.<\/p>\n
Procedure<\/p>\n
1. Bell Ringer \u2013 Formative Assessment<\/p>\n
c. Canvas Assignment (10 minutes)<\/p>\n
2. Review Game \u2013 Informal Assessment (38 minutes)<\/p>\n
d. Students will split into teams<\/p>\n
e. Students will compete in a Blooket game using vocabulary terms they need to draw while their partner\u2019s guess<\/p>\n
3. Dismissal (2 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work this review independently.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 Vocabulary Flashcards<\/p>\n
\u00b7 Whiteboard<\/p>\n
\u00b7 Dry erase markers<\/p>\n
Resources<\/p>\n
Unit Vocabulary<\/p>\n
—————-<\/p>\n
Lesson Plans for February 28th \u2013 March 11th<\/p>\n
Author<\/p>\n
Subject<\/p>\n
Biology<\/p>\n
The Study Unit<\/p>\n
Matter is cycled.<\/p>\n
Grade Level<\/p>\n
9th Class<\/p>\n
Time Allocator<\/p>\n
10-Day Unit<\/p>\n
February 28, 2022<\/p>\n
Standard<\/p>\n
BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.<\/p>\n
Objective<\/p>\n
The student will summarize the learned objective through a summative assessment with at least a 70 percent accuracy. (Comprehension \u2013 DOK-2)<\/p>\n
Summary<\/p>\n
This lesson plan is designed to introduce the student to ways scientists use to determine common ancestry in different species.<\/p>\n
Procedure<\/p>\n
1. Preparation \u2013 Students must log into their Chromebooks and open ezatest.com (2 minutes)<\/p>\n
2. Assessment \u2013 Students will submit their code and begin the test (48 minutes)<\/p>\n
Differentiated Instruction<\/p>\n
N\/A<\/p>\n
Collaboration<\/p>\n
Students will work individually for this activity.<\/p>\n
Instructional Materials<\/p>\n
\u00b7 ELS Summative Assessment<\/p>\n","protected":false},"excerpt":{"rendered":"
Lesson Plans 2\/28 \u2013 3\/11 Author Subject Biology Unit of Study Cycling of Matter Grade Level 9th Grade Time Allotment 10-Day Unit February 28, 2022\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9033,7586,1386,7589,9034,9031,7587,7588,7584,7585,9032],"tags":[8809,7838,8811,8808,8813,8807,8806,8814,8810,8812],"class_list":["post-107783","post","type-post","status-publish","format-standard","hentry","category-assignment-help-uae","category-best-dissertation-writing-service-in-australia","category-best-research-paper-writing-services-in-usa","category-capstone-project-writing-service","category-cheap-essay-writing-services-china","category-essay-writing-service-usa","category-legitimate-phd-dissertation-writing-services-usa","category-term-paper-writing-service","category-thesis-writing-service-in-canada","category-uae-best-dissertation-writing-help-service","category-write-my-essay-australia","tag-best-master-thesis-writing-service","tag-best-thesis-writing-services","tag-cheap-thesis-writing-services","tag-master-thesis-help","tag-master-thesis-writing-service","tag-thesis-help-online-free","tag-thesis-writing-help-online","tag-thesis-writing-services-cost","tag-thesis-writing-services-near-me","tag-thesis-writing-services-reviews"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107783","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=107783"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107783\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=107783"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=107783"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=107783"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}